Thomas.Eyre: 3 revisions imported

2025-01-07T20:39:51Z

3 revisions imported

← Older revision		Revision as of 20:39, 7 January 2025
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en>Thomas Eyre: Fixed images and links

2018-06-19T13:22:47Z

Fixed images and links

← Older revision		Revision as of 13:22, 19 June 2018
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	<div class="mwbs-color-darker">		<div class="mwbs-color-darker">
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	[[~~Learning activities~~ \| Preinstruction]] \| [[~~Learning activities Part 2:~~ Content ~~Presentation and Acquisition~~ \| Content]] \| [[~~Learning activities Part 3: Engagement, Practice, and~~ Application \| Application]] \| [[~~Learning activities Part 4:~~ Assessment \| Assessment]] \| [[~~Learning activities Part 5:~~ Follow-through \| Follow-through]]		[[ELearning/Course_design/Learning_activities \| Preinstruction]] \| [[ELearning/Course_design/Learning_activities/Content \| Content]] \| [[ELearning/Course_design/Learning_activities/Application \| Application]] \| [[ELearning/Course_design/Learning_activities/Assessment \| Assessment]] \| [[ELearning/Course_design/Learning_activities/Follow-through \| Follow-through]]
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	* Save grading time. Anglin et. al. (2008) found up to 350% faster grading with computer-assisted grading rubrics, as provided in most learning management systems.		* Save grading time. Anglin et. al. (2008) found up to 350% faster grading with computer-assisted grading rubrics, as provided in most learning management systems.
	* Quicker turnaround of assignments. Multiple studies tell us that the timeliness of feedback is directly related to its effectiveness. The longer the delay, the less the effect of feedback on performance.		* Quicker turnaround of assignments. Multiple studies tell us that the timeliness of feedback is directly related to its effectiveness. The longer the delay, the less the effect of feedback on performance.
	* Provide valuable feedback without the need for extensive writing. Refer to the [[Feedback: ~~Activities~~, ~~assignments~~, ~~and assessments~~ \| feedback article]] for a look at problems with feedback.		* Provide valuable feedback without the need for extensive writing. Refer to the [[ELearning/Teaching_online/Feedback:_Activities,_assignments,_and_assessments \| feedback article]] for a look at problems with feedback.
	* Grades are assigned more objectively and equitably.		* Grades are assigned more objectively and equitably.
	* Objectively monitor student progress over time with similar assignments using similar criteria.		* Objectively monitor student progress over time with similar assignments using similar criteria.
	* Communicate problem areas for remediation.		* Communicate problem areas for remediation.
	* Learners have a much clearer picture of expectations and the level of effort necessary to achieve a particular grade, thus increasing self monitoring.		* Learners have a much clearer picture of expectations and the level of effort necessary to achieve a particular grade, thus increasing self monitoring.
	* Provide more useful feedback compared to written comments, which tend to be more evaluative than instructive. Refer again to [[Feedback: ~~Activities~~, ~~assignments~~, ~~and assessments~~ \| problems with feedback]] .		* Provide more useful feedback compared to written comments, which tend to be more evaluative than instructive. Refer again to [[ELearning/Teaching_online/Feedback:_Activities,_assignments,_and_assessments \| problems with feedback]] .
	* Students perceive that rubrics increase grading transparency and fairness (Reddy & Andrade, 2009).		* Students perceive that rubrics increase grading transparency and fairness (Reddy & Andrade, 2009).
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	==Creating formative assessments==		==Creating formative assessments==
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	''Important: Because feedback is an essential element of formative assessment, be sure to read the [[Feedback: ~~Activities~~, ~~assignments~~, ~~and assessments~~\|feedback]] article in the Teaching Online section in conjunction with this one.''		''Important: Because feedback is an essential element of formative assessment, be sure to read the [[ELearning/Teaching_online/Feedback:_Activities,_assignments,_and_assessments \| feedback]] article in the Teaching Online section in conjunction with this one.''
	</p><p>		</p><p>
	Formative assessments, also referred to as embedded assessment (Hunter & Murrin, 2010) include assignments, projects, self-tests, and scaffolded peer-and self-review of performance. Discussions are also useful for formative assessment. They respond to student learning on an ongoing basis - providing feedback that is timely and can be acted upon to improve learning and performance.		Formative assessments, also referred to as embedded assessment (Hunter & Murrin, 2010) include assignments, projects, self-tests, and scaffolded peer-and self-review of performance. Discussions are also useful for formative assessment. They respond to student learning on an ongoing basis - providing feedback that is timely and can be acted upon to improve learning and performance.
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	To be formative, assignments are best constructed as multi-stage progressions. This likely means that the involved learning goals reach beyond one or two modules. Honing research strategies, writing skills, and critical thinking are examples. The typical setup begins with an initial assignment completed, reviewed by the instructor or peers using a grading rubric, and returned to the student. The student can also be assigned to review his own work and compare it with the instructor's or peers' evaluation.		To be formative, assignments are best constructed as multi-stage progressions. This likely means that the involved learning goals reach beyond one or two modules. Honing research strategies, writing skills, and critical thinking are examples. The typical setup begins with an initial assignment completed, reviewed by the instructor or peers using a grading rubric, and returned to the student. The student can also be assigned to review his own work and compare it with the instructor's or peers' evaluation.
	</p><p>		</p><p>
	The student is expected to use this feedback to either redraft and resubmit the assignment for grading, or use the feedback when completing the next, more demanding, assignment, or both. The [[Feedback: ~~Activities~~, ~~assignments~~, ~~and assessments~~\|feedback]] article provides a complete description of this approach.		The student is expected to use this feedback to either redraft and resubmit the assignment for grading, or use the feedback when completing the next, more demanding, assignment, or both. The [[ELearning/Teaching_online/Feedback:_Activities,_assignments,_and_assessments \| feedback]] article provides a complete description of this approach.
	</p><p>		</p><p>
	====Group assignments and projects====		====Group assignments and projects====
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	====Sequencing test items====		====Sequencing test items====
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	Ideally, test items should be ordered by objective regardless of the type of question, except that essay items should come last (Dick, Carey & Carey, 2005). The picture is complicated a bit for online assessment in that randomization is a key strategy for discouraging cheating. Learning management systems can accommodate randomization within categories, however, so it becomes a matter of categorizing your test items by objective and then directing the LMS to select a number of items from each category. Refer to the [[Course building]] section for specific instructions.		Ideally, test items should be ordered by objective regardless of the type of question, except that essay items should come last (Dick, Carey & Carey, 2005). The picture is complicated a bit for online assessment in that randomization is a key strategy for discouraging cheating. Learning management systems can accommodate randomization within categories, however, so it becomes a matter of categorizing your test items by objective and then directing the LMS to select a number of items from each category. Refer to the [[ELearning/Course_building \| Course building]] section for specific instructions.
	</p><p>		</p><p>
	====Item banks====		====Item banks====
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	[[Image:DesignedVideoAssess.png\|thumb\|700px\|<center>''10. Designing video for specific learning objectives (Schwartz & Hartman, 2011)''</center>]]		[[Image:DesignedVideoAssess.png\|thumb\|700px\|<center>''10. Designing video for specific learning objectives (Schwartz & Hartman, 2011)''</center>]]
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	Media can add elements of authenticity to both formative and summative assessments. Use of video for instruction was introduced in [[~~Learning activities Part 2:~~ Content ~~Presentation and Acquisition~~#VideoContent \| Part 2: Content]], and here we use the same designed learning model by Schwartz & Hartman (2007) but consider the use of multiple media.		Media can add elements of authenticity to both formative and summative assessments. Use of video for instruction was introduced in [[ELearning/Course_design/Learning_activities/Content#VideoContent \| Part 2: Content]], and here we use the same designed learning model by Schwartz & Hartman (2007) but consider the use of multiple media.
	</p><p>		</p><p>
	The '''inner circle (1)''' describes four general learning outcomes and their rough alignment with [[Language of learning \| Bloom's taxonomy]]: engaging (interest, motivation), saying (declarative knowledge), seeing (perceptual learning), and doing (interpersonal and skill learning). From Bloom's perspective, motivation and attitudes are based in the affective domain.		The '''inner circle (1)''' describes four general learning outcomes and their rough alignment with [[ELearning/Foundations/Language of learning \| Bloom's taxonomy]]: engaging (interest, motivation), saying (declarative knowledge), seeing (perceptual learning), and doing (interpersonal and skill learning). From Bloom's perspective, motivation and attitudes are based in the affective domain.
	</p><p>		</p><p>
	From circle 1, we move outward within each quadrant, looking at specific objectives we seek to achieve and video genres that can be used to meet them. We review using video for assessment within each category.		From circle 1, we move outward within each quadrant, looking at specific objectives we seek to achieve and video genres that can be used to meet them. We review using video for assessment within each category.
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	<center>		<center>
	[[~~Learning activities~~ \| Preinstruction]] \| [[~~Learning activities Part 2:~~ Content ~~Presentation and Acquisition~~ \| Content]] \| [[~~Learning activities Part 3: Engagement, Practice, and~~ Application \| Application]] \| [[~~Learning activities Part 4:~~ Assessment \| Assessment]] \| [[~~Learning activities Part 5:~~ Follow-through \| Follow-through]]		[[ELearning/Course_design/Learning_activities \| Preinstruction]] \| [[ELearning/Course_design/Learning_activities/Content \| Content]] \| [[ELearning/Course_design/Learning_activities/Application \| Application]] \| [[ELearning/Course_design/Learning_activities/Assessment \| Assessment]] \| [[ELearning/Course_design/Learning_activities/Follow-through \| Follow-through]]
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	[[#top]]		[[#top]]

	&uArr; [[Instructional strategies \| Up to Instructional strategies]]		&uArr; [[ELearning/Course_design/Instructional strategies \| Up to Instructional strategies]]

	&uArr; &uArr; [[Course ~~planning~~ \| Up to Course planning]]		&uArr; &uArr; [[ELearning/Course design \| Up to Course planning]]

	&uArr; &uArr; &uArr; [[Course development \| Up to Course development]]		&uArr; &uArr; &uArr; [[ELearning/Course development \| Up to Course development]]

	&uArr; &uArr; &uArr; &uArr; [[~~Home~~ \| Up to Home]]		&uArr; &uArr; &uArr; &uArr; [[ELearning \| Up to Home]]

en>Thomas Eyre: 1 revision imported

2018-06-18T20:46:08Z

1 revision imported

← Older revision		Revision as of 20:46, 18 June 2018
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en>Klwilcoxon: /* Self/Practice tests */

2017-08-16T21:15:16Z

Self/Practice tests

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ELearning/Course design/Learning activities/Assessment - Revision history

Thomas.Eyre: 3 revisions imported

en>Thomas Eyre: Fixed images and links

en>Thomas Eyre: 1 revision imported

en>Klwilcoxon: /* Self/Practice tests */